| 1. |
- Player-Koro, Catarina, et al.
(författare)
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TEACHING AND LEARNING IN TECHNOLOGY RICH SCHOOLS: TRADITIONAL PRACTICES IN NEW OUTFITS
- 2015
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Ingår i: The proceeds of the 2015 Education and New Developments (END) Conference, Porto, Portugal, June 27-29 2015. - 9789899938922 ; , s. 136-140
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Konferensbidrag (refereegranskat)abstract
- This paper examines the issue of technology optimism through critical ethnographic research from two years of study within four upper secondary schools in Sweden. These schools have invested in one-to-one lap-top initiatives as a claimed means to solve important problems and transform educational settings to the better based on a belief in the capacity of technology to change things in a progressive common interest. We examine the degree to which this seems to have happened. We discuss the technology optimism discourse as one that has allowed a marketization process to take over schools in the interests of corporations and examine if a process of false marketing can be said to have taken place as part of an exploitation of education in the interests of corporate profit. There is strong empirical support for this suggestion. One-to-one technology has not had strong effects on pedagogy in the two schools whilst corporations have made vast profits from the sale of computer hard- and software to schools in one-to-one and other similar ventures.
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| 2. |
- Player-Koro, Catarina, et al.
(författare)
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Production of knowledge of teachers’ professional work in the digital platforms infrastructures of schools – the problem of locating and defining the ethnographic field
- 2022
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Ingår i: Oxford Ethnography and Education Conference, 12-14 September 2022, Oxford, England.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Constructing a field has always been a necessary and difficult task for ethnographers. As been argued by for instance by Burrell (2009), defining the nature and boundaries of an empirical field are key for the ethnographic process. In an effort to identify and bound fields and make ethnographies recognizable in relation to each other, a plethora of prefixes for the word ethnography have emerged. Types of ethnography have been minted such as critical- and institutional ethnography, and since the emergence of digital cultures attempts to define fields or approaches to ethnography as having specific characteristics have flourished (Hammersley, 2018). Prefixes such as digital, network and trace have emerged, indicating lineages from earlier forms of ethnography and attempts to articulate distinct sets of methods. In practice, however, many of these prefixes are used interchangeably and the differences between forms of ethnography can have little significance. One area that, distinctions between different forms of ethnography have significance, however, is in limiting or at least complicating the task of defining the kind of ethnography that one is engaged in as one works with an empirical situation that may not necessarily fit nicely in to one definition or another. One such situation is the focus of our work in a Swedish project that examines the possibilities and constraints in teachers’ work with a specific focus on how teachers regulate and are regulated by the digital infrastructure and technologies embedded both in schools and classrooms and in teachers’ everyday life outside school. Based on that situation, the aim of this paper is to examine the problem of locating and defining the empirical field in relation to different forms of ethnography. The backdrop for the study is the strong political and economic push for school digitization in Europe and other parts of the world. It forms part of a global technology market and platform economy where internet platform businesses make up the major part and reach into the core of schools’ everyday work. As a consequence, teachers’ now work in classrooms and schools that are inextricably embedded and inseparable to the employment of digital technologies. The ‘new’ normality of teachers is to be constantly connected to the schools’ digital systems that has expanded teachers’ work across space and time and resulted in the creation of new digital work practices. Findings: In our results we will present a reflexive critique of our own ethnographic engagement with school administrators, principals and teachers in Swedish upper secondary school. This involved collections of different kinds of policy, mapping of infrastructure, combined with participant observation, teachers’ self-report of online and offline work, interviews and focus-group interviews. Contribution to education/ethnography: Our intention is to make a contribution to the ongoing discussion of doing ethnography in the hybrid world where home and field are no longer neatly separated and where the distinction between on- and offline is blurred and overlapping. Burrell, J. (2009). The field site as a network: A strategy for locating ethnographic research. Field methods, 21(2), 181-199. Hammersley, M. (2018). What is ethnography? Can it survive? Should it?. Ethnography and Education, 13(1), 1-17.
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| 3. |
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| 4. |
- Cone, Lucas, et al.
(författare)
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Pandemic Acceleration: Covid-19 and the emergency digitalization of European education
- 2022
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Ingår i: European Educational Research Journal. - : SAGE Publications. - 1474-9041. ; 21:5
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Tidskriftsartikel (refereegranskat)abstract
- With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.
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| 5. |
- Jobér, Anna, et al.
(författare)
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Policy networks in education : The role of education trade fairs in the governance of education
- 2019
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Ingår i: Paper for the Oxford Ethnography and Education Conference, 9-11 September 2019, Oxford, England.
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Konferensbidrag (refereegranskat)abstract
- This paper will present substantive findings from an event ethnographic study of one large annual Scandinavian educational technology (ed-tech) trade fair. Educational fairs and events have become important arenas and policy nodes for an increasing global ed-tech market where products and ideas become demonstrated, promoted and sold and where (inter)national networks of public and private policy actors intersect with local school systems, schools and teachers (Ball2012). As these events have become integral parts of policy interpretation and translation, they also transform crucial aspects of education governance. Based on a network governance approach, we identify three significant forms of how this type of event constitute network governing; 1) consensual, hegemonic visions (post-politics), 2) elitist coalitions (hierarchical government), and 3) (unexpected) sector mergers and outcasts based on market competition logic (neoliberalism). This point to the contested nature of current education governance networks, and how simultaneous hierarchical and networking powers operate, integrate and create network and new coalitions.
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| 6. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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Becoming a primary education teacher : pedagogic discourses in the teacher education program’s examination practice
- 2018
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Informa UK Limited. - 2002-0317.
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Tidskriftsartikel (refereegranskat)abstract
- Global reforming driven by neoliberal ideas is today reshaping educational systems. This study explores how a national policy incentive, aimed at changing teacher education in Sweden, is transformed and realized into educational practice and how pedagogic discourses are operating in and through the primary teachers’ examination practice in Sweden. The aim is also to explore which competencies are legitimized and thus form the knowledge base for primary teachers. The study is conducted through a qualitative and quantitative, theoretically based, analysis of all examination tasks (n = 322) in the primary teacher education at a teacher education department located at one of Sweden’s largest universities. The qualitative software package Nvivo was used for the qualitative analysis and the statistical software SPSS was used for the quantitative analysis. The result shows that most examinations involve the examination of methodological/didactical knowledge related to teachers work in the classroom (out of horizontal knowledge structures) and that students lack opportunities to practice and show analytical skills, with vertical knowledge structures, in their examinations.
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| 7. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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IT-mässan som utökat lärarkollegium eller marknadsplats i nyliberalismens tjänst?
- 2017
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Ingår i: Flip the system. - Lund : Studentlitteratur AB. - 9789144113890 ; , s. 303-318
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I det här kapitlet lyfter vi fram två av de viktigare agendasättarna för IT- och skolfrågor i Sverige i dag: IT-mässor och tillhörande forum i sociala media. Vårt syfte är att utmana den gängse bilden av dem som demokratiska arenor för lärarprofessionen och i stället se IT-mässan i ljuset av globalt framväxande policynätverk där nyliberala idéer slagit igenom. Den roll lärare ges i dessa sammanhang menar vi är begränsad och reducerad till några få sätt att göra sin röst hörd på. Med kapitlet vill vi lyfta fram svenska policyförhållanden kring IT i skolan och exempel på lärares motstrategier i sammanhanget.
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| 8. |
- Player-Koro, Catarina, Professor, 1962-, et al.
(författare)
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Selling tech to teachers : Education trade shows as policy events.
- 2018
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Ingår i: Journal of Education Policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 33:5, s. 682-703
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Tidskriftsartikel (refereegranskat)abstract
- Digital technology is an expanding area of education policy. There is growing interest, therefore, in how networks of corporate and state policy actors implicit in the formation of (inter)national education technology agendas intersect with local school systems and teachers. In particular, this paper explores the significant policy work that takes place outside schools and classrooms through education trade shows. Based on an in-depth ‘event ethnography’ of one large Scandinavian educational technology show, the paper details how these events function as sites of policy interpretation – ‘sharing’ (or more accurately ‘selling’) global ideas and imperatives to local schools and teachers. These findings highlight the role of trade shows in consolidating policy networks, subsuming public education interests into corporate concerns, and differentiating teacher subjectivities and encouraging teacher entrepreneurship. The paper problematizes the ways in which teacher agency is shaped and controlled by the discursive, material and affective dimensions of such events.
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| 9. |
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| 10. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Platformized Teacher Work – Obstacles and Diffractions in Assessment Work Practices
- 2024
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Ingår i: In A. Buch, Y. Lindberg & T. Cerratto Pargman (Eds.) Framing Futures in Postdigital Education Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices. - Cham : Springer Nature Switzerland AG. - 2524-485X .- 2524-4868. - 9783031586217
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Bokkapitel (refereegranskat)abstract
- This study critically examines how the ongoing platformization of education materializes in teachers’ work. The issues raised are how teachers’ work is affected by the socio-material arrangements of assessment work practices in which digital platforms are entangled and, in particular, how obstacles and breakdowns produce patterns of diffraction that effect teachers’ work. Based on ethnographic material produced in four different schools, teachers’ work was traced through observations, logs, interviews, and digital walkthroughs. Here, we use diffractive analysis to explore how teachers’ work is interrupted, repaired, maintained and coordinated through different events, discourses, human and non-human labor, platforms, and devices. The analysis contributes to identifying three interrelated diffraction patterns that are important for understanding platformized teacher work: how new space-time orderings occur through socio-material entanglements that distribute, intensify and individualize work; how work is extended and maintained through a new regularity of assessing and surveilling students; and how calendar devices and time management discourses coordinate assessment work practices in schools.
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